1. NATIONAL COUNCIL OF PROFESSERS OF EDUCATIONAL ADMINISTRATION
Online Principal Program Student Perceptions and Recommendations for Improving the Principal Internship
Image Source:
NATIONAL COUNCIL OF PROFESSERS OF EDUCATIONAL ADMINISTRATION
2017
SAN JUAN, PUERTO RICO

2. Online Program Overview of the Study Statement of the Problem
As more universities move to an online format, designing, monitoring, and evaluating the internship experience is vital.
Purpose of the Study
Online Program
This purpose of this study was to identify opportunities and recommendations for enhancing the internship experience in an online program.
Significance of the Study
This significance of this study can assist professors of educational leadership to develop additional opportunities for interns in an online program. 2

3. Overview of the Degree Program and Internship Requirements
Program Specifics
Program Duration
Eight, 5-week courses per year with one week in between;
8 program start dates
36 hour, 18 month program
Internship Checkpoint
Internship
First internship course at the halfway point (7th course) assesses progress and performance and reviews the campus mentor evaluation
15-month internship begins after the
first required course and concludes
prior to the final internship course 3

4. Research Questions
What internship activities should the university keep in its requirements?
Research Question 1
What additional internship activities or requirements should be included in the program?
Research Question 2
Research Question 3
What internship activities and requirements should be changed or deleted?
The following slides fell into three distinct categories:
(1) Student recommendations for specific internship activities, (2) Student recommendations for supervision, support, and collaboration, and (3) Student recommendations for overall design of the internship.

5. Category 1 - Intern recommendations for internship activities.
Survey Findings/Emerging Themes
Category 1 - Intern recommendations for internship activities.
Alignment
Keep activities that align with a particular standard.
Technology
Activities that emphasize leadership use of technology.
Shadowing
Shadowing opportunities with accompanying knowledge of roles/jobs/functions to include leadership from other districts and grade levels; administrator interviews
Professional Learning
Focus and time dedicated to leading professional growth activities.
Community
Activities focused on working with community members.
Case Studies
Case studies and scenarios. 5

6. Survey Findings/Emerging Themes
Category 2 - Intern recommendations for supervision, support, and collaboration.
Issues
Collaboration
Collaboration, shadowing, interviewing additional mentors at different school and grade levels.
Opportunities to collaborate with professors on internship issues during coursework.
Feedback
Interaction
Interaction with assistant principals.
Frequent checkpoints on internship progress with supervisor feedback.
Technology
Social Media
Learning opportunities for video production and uploading.
Collaboration with fellow interns on social media. 6

7. Survey Findings/Emerging Themes
Category 3 - Intern recommendations for overall design of the internship.
Alignment
Alignment of internship activities to course content, merging theory to practice.
Assignments
Assignment flexibility, especially during summer months when it is difficult to find collaborating personnel.
Data
Flexible Activities
Use data and practices relevant to students’ respective states, if an out-of-state student.
Flexibility in selecting internship activities.
Reflection
Credit
Flexibility with reflection activities and multiple models for different types of activities.
To receive credit for experiences generated through existing admin positions, if currently serving in a leadership position. 7

8. Conclusions & Recommendations1 2 3 4 5
ALIGNMENT
ACTIVITIES
FLEXIBILITY
FEEDBACK
COLLABORATION
Require internship activities to align with state and national standards
Ensure interns understand the significance of each standard in relation to professional expectations in the field
Design a long-term internship that spans throughout coursework in the program
Assign activities that correlate specifically with course content
Provide for discussion and feedback on out-of-class internship from theory to practice
Provide flexibility for internship activities for different leadership positions outside of the principal-ship such as technology director, curriculum specialist, or athletic director
Build numerous checkpoints to measure progress
Gather campus mentor feedback of intern’s progress and performance at the halfway point
Assist with time management strategies of activities
Establish a social media system (either university or private) to allow a high degree of collaboration /interaction among interns 8

9. Conclusions & Recommendations6 7 8 9 10
INTERACTION
MENTORING
DATA
TRAINING
OTHER
Establish a system for student/professor interaction via virtual office hours, web conferencing, , or phone
Limit the number of interns in larger groups for personalized attention
Require the use of multiple mentors beyond the campus intern supervisor such as assistant principals and principals from other schools with differing student populations
Choose a user-friendly data management system that serves both students and professors
Assist with technical training and support for uploading videos, creating documents, spreadsheets, presentations, and attending web conferences
Provide case studies with complexity and rigor.
Assist with resume/vitae development, applications, and interviewing practices
Practice with observing, evaluating, and providing PD for teachers
Monitor student self-reflection skill for reflection on practice and in practice 9

10. Contact the Research Team
Elvis Arterbury
Gary Martin
Robert Nicks
Tilisa Thibodeaux 10